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dc.contributor.authorHAMLAOUI Abderrahim-
dc.date.accessioned2022-10-04T09:45:29Z-
dc.date.available2022-10-04T09:45:29Z-
dc.date.issued2022-09-30-
dc.identifier.issn2170-1121-
dc.identifier.urihttps://dspace.univ-ouargla.dz/jspui/handle/123456789/30776-
dc.descriptionRevue des Sciences Sociales et Humainesen_US
dc.description.abstractThis paper attempts to study the pedagogical evaluation in human and social sciences. Its major aim is to show the impact of language well say "bien dire" on summative evaluation as a "human" process whose practices are often conditioned by several factors which could affect the objectivity of such activity. These factors are particularly relevant to the correlation created between the "evaluator" and the language processes implemented by the "evaluated” and which generates a rhetorical power likely to bring out evaluative discrepancies. To study this relationship between rhetorical power and educational evaluation, a quantitative experimental research was conducted within the local department of French language and literature. The study implies a summative evaluation carried out by 10 teachers-correctors of a sample of literary text exam papers offered to 3rd year undergraduate students during the academic year 2018/2019.The results demonstrate that language aesthetics, akin to well say “bien dire ", takes precedence over cognitive and procedural aspects during the evaluation processen_US
dc.language.isofren_US
dc.relation.ispartofseriesnuméro 52 SSH V14 N3 2022;-
dc.subjectpedagogical evaluationen_US
dc.subjectsummative evaluationen_US
dc.subjectlanguage rhetoricen_US
dc.subjectobjectivityen_US
dc.subjectdocimologyen_US
dc.titleL’évaluation en sciences humaines et sociales entre objectivité et pouvoir rhétoriqueen_US
dc.typeArticleen_US
Appears in Collections:numéro 52 SSH V14 N3 2022

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